InspirED by UWA Fogarty Scholars

The UWA Fogarty Scholars and Alumni enjoyed an evening of canapés at the UWA Club recently, as they celebrated another inspiring year of learning, leadership and collective accomplishment.

InspirED is the final event of the year for the Leadership and Innovation program where UWA executive and staff, past speakers and friends of the Scholarship Program are invited to celebrate the achievements of Scholars.

David Sadler, Deputy Vice Chancellor (Education), spoke about the significance of the scholarship program and congratulated Scholars and Alumni for their commitment to excellence and achievement. 

Emma Bond shared an overview of the Fogarty Scholars’ Association events and congratulated the Futures team for another hugely successful Futures Conference. 

David Scaife MLA shared his story, from country public school boy to UWA Fogarty Scholar. He spoke about how the scholarship has supported his professional life and encouraged Scholars to take every opportunity presented to them.

Graduating Scholars, Hannah Bowden, Ben Caulfield, Adehlia Ebert and Theodore Kenworthy-Groen, spoke about their experiences at UWA and their future pursuits. 

Thank you to everyone who attended this InspirED event. It was a wonderful opportunity to hear from UWA Fogarty Scholars and Alumni who are working towards and/or acting as leaders in our community and beyond.  

West Australian philanthropist and WA 2020 Australian of the Year, Annie Fogarty AM, is delighted that Fogarty EDvance has seen all 125 participating schools achieve improvement, and over half of these, realise significant improvements for their students. 

“Fogarty EDvance believes that with strong leadership, a whole school improvement strategy can be successfully implemented, transforming schools, and improving educational outcomes for students,” Annie Fogarty explained.

In 2022, EDvance celebrates 10 inspired years of working with West Australian schools in challenging communities. The program has impacted 125 schools, over 430 school leaders and more than 57,000 students. All schools have seen improvements in student outcomes, including behaviour and attendance data; with over 50 percent of schools achieving significant improvements in student academic outcomes. 

Established by the Fogarty Foundation in 2012, in a unique partnership with the Department of Education and Catholic Education WA, the goal of EDvance is simple yet bold – to improve student outcomes and bridge the inequality gap in education.

“We looked around the world for best practise in education and we gathered a diverse group of highly qualified and committed people to discuss how we could improve outcomes in challenging communities,” Ms Fogarty explained.

“We brought together wisdom, ideas and different approaches, and using this knowledge, we created and have continued to refine what is now the Fogarty EDvance program,” she said.

Georgie Wynne, Fogarty EDvance Program Director, explained that the program improves academic outcomes for students in challenging communities by enhancing the leadership skills of principals and their leadership teams.

“The program has a two-track agenda – school improvement and leadership development. It brings together the best tools from education, business and philanthropy, shares these tools and practices with school leaders, and supports them as they translate these practices into their schools and classrooms,” Georgie Wynne said.

“We work within each school’s context, mentoring and supporting schools for the entire three-year program. We focus heavily on the school’s organisational health and use data to inform ongoing strategic planning – with the ultimate objective of improving student outcomes.  Unlike other ‘off the shelf’ development programs, we also hold school leaders accountable for measuring and reporting their progress at the end,” she said.

“One of the main reasons why EDvance has been so successful, is because it has been brought together and supported by an exceptional group of people from within education and across the business and community sectors – all who bring knowledge and expertise from a wide range of sectors. They are involved because they all believe in the importance of quality education for all and the benefits this brings to our whole society,” Ms Fogarty said.

Congratulations Ashah Tanoa and Brett Healey, dual winners of the 2022 WAIER-Fogarty Foundation Postgraduate Student Research Prize.

The Fogarty Foundation partner with the Western Australian Institute for Educational Research (WAIER) to offer a postgraduate student research prize of $5000. The aim of the prize is to support educational researchers studying at an approved higher education institute who are conducting research directly relevant to early childhood, primary, secondary or tertiary education. 

Ashah Tanoa’s project,“Let’s yarn about uni”: Conversations around the Indigenous student university experience, includes two studies on conceptualising and supporting Indigenous student success. In the first study, Ashah will describe an innovative undergraduate enabling unit that offers academic coaching to Indigenous students, where students value relational support and accountability. For the second study, Ashah will present a research proposal on an appreciative inquiry study that will capture lived experiences of Indigenous students who left in their first year of university. The study will collect data through yarning with previously enrolled Indigenous students: those who left within their first year and those who continued studying. 

“We were especially impressed with Ashah’s focus on First Nations students’ experiences in higher education and her focus on using the money to further develop her research and data collection in this important project,” the judges commented. 

Brett Healey is a teacher and researcher specialising in children’s writing. His doctoral research project, A cognitive stylistics approach to grammar for writing in teacher-student writing conferences, aims to develop a set of concepts to help primary school students understand the link between the way they visualise narrative scenes and the grammar that helps them write it. Specifically, the research is focused around dialogue between teacher and student. Dialogue centred on a student’s writing – known as a writing conference – helps teachers enter the world of the student’s narrative, and from here they can teach explicit modes of imagination which translate into grammatical choices.

“Brett’s international teaching experience coupled with his strong focus on teaching narratives indicates yet another much-needed area of research in education. His work signals a return to teacher-as-facilitator and guide in how students develop their work as writers and are supported in making meaning with language,” the judges commented. 

Congratulations Ashah and Brett – we at the Foundation – look forward to seeing the results of your research projects. 

Annie Fogarty was a member of a panel discussion at the recent Science of Learning (SOL) Leadership Accelerator in Melbourne. The SOL Accelerator was organised by Knowledge Society and hosted by the Crowther Centre, Brighton Grammar School. 

One hundred and thirty educators from around Australia attended to discuss and accelerate evidence-based change in effective teaching practice, and how the Science of Learning can be scaled in Australia from niche to mainstream.  

The Science of Learning is the cognitive-science on how students learn and connects learning to practical implications for teaching. It includes how students: 

All educators should be able to connect these principles to their classroom practise. Speakers at the conference included Dr Jenny Donovan CEO of the Australian Education Research Organisation, Pamela Snow Professor of Cognitive Psychology, Ollie Lovell author of Cognitive Load Theory in Action and Tools for Teachers, and Ross Fox Director of Catholic Education (Archdiocese of Canberra and Goulburn) who is working to ensure their whole system is based on the Science of Learning.  

With Australian students’ academic performance declining and 28% of our Year 7 students not functionally literate enough to be able to access further learning, we need to teach reading with evidence-based practises. This will ensure that at least 95% of our students can read effectively, not just 60 to 70%.  For this to happen, universities will need to base their Initial Teacher Education courses on evidence-based practises and professional learning for teachers will need to focus on developing this mindset and toolkit for present teachers.  

The Fogarty Foundation support the Science of Learning through the Fogarty EDvance School Improvement Program and our Teaching Intensives.  Learn about the Science of Learning here.

On Tuesday evening, Arts Impact WA awarded Reclaim the Void and CinefestOz with the inaugural Arts Impact WA High Impact Grants for 2022. The grants are worth $100,000 each and will support the winners with their regionally based proposals.

CinefestOZ – Broome Festival will be WA’s first Indigenous-focused film festival, co-delivered by WA’s only Indigenous-owned film company, Goolarri Media Enterprises. It will be a flamboyant 4-day celebration of national significance, curated for the unique social landscape of Broome. Film screenings, community events, and school and industry programs will ensure something for everyone.  

During the event, students will be immersed in film through curriculum-linked activities that grow industry-ready talent on both sides of the camera. The event will employ two local Indigenous film officers, engage 12 media professionals and attract 3,000+ attendees. 

Set to launch in November 2022, CinefestOZ Broome will celebrate the importance of on-screen storytelling in connecting communities and fostering reconciliation in the Kimberley and beyond. 

Reclaim the Void is a bold cross-cultural project that will cover a mining pit in northern Goldfields with an enormous textile artwork depicting the story of country. Based on Ngalia elders expressing grief over the ‘gaping mining holes’ on their country, the artwork will be created by stitching together thousands of rag-rugs made from discarded fabric by people from all walks of life.

This project, created by Vivienne Robertson in collaboration with Ngalia Heritage Research Council, is already deeply resonating across Australia and the world, as people, schools and organisations respond to the call for rugs. Forty artists, cultural leaders and an ever-expanding group of collaborators will co-create this shared act of healing and reconciliation. 

In late 2023, the WA Museum will exhibit cultural and artistic outcomes, including stunning aerial images of the installation. 

Four addional finalists including Sensorium Theatre Inc, Annette Carmichael, Verity Leach and Simone Flavelle walked away with $10,000 to kick start their projects.

The Fogarty Foundation is a founding member of Arts Impact WA, supporting excellence in the arts in Western Australia. 

We can build a more resilient and exciting WA through supporting a wide range of small and emerging arts organisations. Now is the time to be supporting creators of the arts and we look forward to doing so through Arts Impact WA.”

Annie Fogarty AM

Find out more about Arts Impact WA and how they are coming together to ignite the arts here.

Michael Burrows, shortlisted for the Fogarty Literary Award in 2019, is one of this year’s Sydney Morning Herald Best Young Australian Novelists. 

Michael is an author and poet from Perth, Western Australia. In 2017, he completed a Master’s in Creative Writing in London, during which he wrote the first draft of his novel Where the Line Breaks

“Getting Where the Line Breaks out into the world has been one of my proudest achievements, especially given the turmoil of the last few years, so this recognition for my hard work and the work of Fremantle Press in publishing the book, is a very welcome feeling.”

Michael Burrows

Where the Line Breaks is both historical fiction and a literary mystery story, originally reviewed in the Sydney Morning Herald as a ‘lively take on the limitations of scholarship and on the unknowable nature of the past’.

Along with Michael, Diana Reid and Ella Baxter have also been recognised for their work. The judges explained that the three novelists stood out for their ‘strong narrative voices, memorable characters and sharp writing – they’ll make you laugh, cry and keep thinking long after you’ve turned the final page.’

The Sydney Morning Herald Best Young Australian Novelist awards were established by former Herald literary editor Susan Wyndham to recognise emerging local writing talent. Previous winners of the award include Alice Nelson, Nam Le, Jessie Tu, Alice Bishop, Robbie Arnott, Michael Mohammed Ahmad, Hannah Kent, Sonya Hartnett, Malcolm Knox, Elliot Perlman, Luke Davies, Craig Silvey, Christos Tsiolkas and Gillian Mears.

Follow the link below to read the Sydney Morning Herald article, Sex, love and footnotes: Meet the 2022 Best Young Australian Novelists.

Image courtesy of Sydney Morning Herald.

With the Federal Election looming and candidates eager to hear from constituents, the UWA Fogarty Scholars joined Celia Hammond, Member for the seat of Curtin and Liberal candidate for the upcoming federal election, for a conversation about education, leadership, politics, resilience and more. This event follows the successful conversation the Scholars had with Kate Chaney, independent candidate for the seat of Curtin.

Celia opened by explaining her upbringing, education and what led her to the world of politics. Celia studied law at the University of Western Australia (UWA), worked as a lawyer in private practice before moving into a career as a legal academic at UWA and the University of Notre Dame (UNDA). At UNDA she had various roles, including Legal Counsel, Deputy Vice Chancellor and in 2018, Celia was appointed Vice Chancellor of the University of Notre Dame, a position she held until moving into politics. Celia has been the Member for Curtin since 2019. 

Celia shared her areas of focus, talking about her Liberal beliefs and values, including:

The Scholars raised a wide range of topics, spanning climate change and the government’s commitment to Net Zero by 2050, how quickly we can reach Net Zero and how the country will do so, the technological advancements of the future and how they will impact the world, addressing the needs of the Curtin electorate whilst balancing the needs of the country, the government response to the COVID 19 pandemic, the development of resilience, how to combat imposter syndrome and whether or not individuals can have ‘everything’. 

Celia encouraged the Scholars to find their driving force and follow their passions. 

“Don’t be afraid to change paths or take a risk, the worst thing that will happen is that you will fall.” 

Celia Hammond MP

Many thanks to Celia for sharing this conversation with the group, and to the Scholars who joined us for the discussion. Communication is key to understanding and assists in all aspects of life. By assisting in the development of successful and respectful communication skills, we are encouraging our Scholars to take part in discussions that will change the future. 

We are excited to be working with iyarn, EdConnect and The Salvation Army’s Balga Early Learning Centre. With these new partnerships comes new educational opportunities, improved outcomes and positive collaborations with wide impact.

iyarn

iyarn is a tool that uses simple, purposeful and flexible check-ins to connect people and monitor wellbeing. The check-ins are a safe space to be heard and for personal reflection for users. For schools, the platform is a source of information on individual students, cohorts and wellbeing trends.

The Fogarty Foundation are supporting iyarn’s WA research project in 2021, in partnership through Schools Plus. The iyarn app and platform is used to check in on mental well-being. This project will run the tool in 10 EDvance schools, as a pilot to test and refine the tool, and establish a foundation for adoption on a wider basis for the future. iyarn will be undertaking research on this project to ensure we are supporting schools and students at the point of need.

EdConnect

EdConnect Australia is a charity that trains, supports and places volunteers in schools to improve the lives of vulnerable children. They have over 1,300 volunteers working with over 14,000 students – the majority in WA and expanding in Victoria and NSW. EdConnect provide regular training and development opportunities for volunteers to engage with quality volunteers in a meaningful and purposeful way. 

EdConnect are wanting to develop more training courses for their volunteers.  The Fogarty Foundation are going to support the development of three training modules:

1. An online reading training for volunteers

2. Cyber security education

3. Supporting students with additional needs, developed with Dyslexia Speld Foundation.

The Salvation Army – Balga Early Learning Centre and Family Crisis Support 

The Salvation Army’s Balga Early Learning Centre is an integrated service location with a long day care centre providing early years care, safety, nutrition and education for residents of Balga, Girrawheen, Koondoola, Nollamara and Mirrabooka; suburbs classified in the government SEIFA* index as low socio, vulnerable and complex due to long term poverty, low education, addiction and homelessness etc. The ELC provides early  learning for 50 children each day, from 6 weeks old to 6 years old.

The numbers of children presenting with challenging and complex behaviours is increasing, possibly due to increased substance abuse/stress during pregnancy, trauma, generational poverty, low maternity knowledge, poor nutrition etc. This partnership will allow for children whose parents/families are in crisis, to retain their place at the Balga ELC. Funding for Balga ELC Crisis Support will ensure that children who are at risk will continue to benefit from the ELC, building protective factors and reducing risk factors.

The Foundation has worked in the Balga/Girrawheen area for many years and supported several schools through the Fogarty EDVance School Improvement Program. This is a three-year partnership commitment to supporting the community.

There is a new breed of ninjas in the north after Ashdale Secondary College launched CoderDojo North over the weekend. Thanks to Curtin University, Bankwest and the Autism Academy for Software Quality Assurance (AASQA), CoderDojo North is ready to motivate coding ninjas to be innovative creators of technology.

“It was great to see such a range of community partners coming together to start yet another Dojo in the community. The launch was attended by senior members across business, the AASQA academy and universities. Without this teamwork and band of volunteers, Dojos just wouldn’t exist!”

Simon Thuijs, Manager of CoderDojo WA

Coding is a tool that lets you write your story with technology. It is how humans talk to machines and an increasingly important skill for current and future generations. 

“In Australia today, 87% of jobs demand digital skills, so it’s really important that we equip our youngsters with knowledge about coding and computers. Already, Ninjas at current AASQA Dojos are being linked up with paid internships and then ongoing roles, going to show that employers are really looking for candidates with these skills.”

Simon Thuijs, Manager of CoderDojo WA

CoderDojo North is dedicated to students with autism, working to build their strengths for future training and employment opportunities. At the Dojo (coding club), Ninjas (students aged 12-18) will work on code-related projects such as websites, apps, game development and more, with the support of volunteer Mentors from Edith Cowan University (ECU) and Curtin University

Lainey Bradley is Champion of CoderDojo North and mother to a child with Autism who has shone since he started coding. 

“My son has been a part of CoderDojo WA since July 2017 and has exceled in his IT and coding skills.  He knows what career path he would like to take and to have the support of Ashdale Secondary College, Professor Tan (AASQA) and Dr Cook (AASQA), I know that he will realise his dream job. At long last we, as parents, have hope for the future of our loved ones leaving school and going out into the community armed with the skills to be a success.”

Lainey Bradley, Champion of CoderDojo WA North

Attendees of this exciting launch included Hon Kerry Sanderson AC CVO (Ambassador for AASQA), Lyn Beazley AO (Ambassador for AASQA), Margaret Quirk MLA, Professor Arshad Omari (Vice-Chancellor ECU), Dr Tele Tan (AASQA director) and Dr David Cook (AASQA Advisory Board and ECU). 

To find out more, contact Lainey.bradley@curtin.edu.au

An enthusiastic group of Dawson Park Primary School students returned to the classroom this week to assist in the professional development of more than 100 early childhood, primary and secondary teachers. The cohort included a range of participants, from pre-service teachers to graduates and teachers with 30+ years of experience.

The week-long EDvance Teaching Intensives provide the opportunity for teachers to develop and practice explicit instruction strategies. Since the intensives began in 2018, more than 500 teachers have benefitted from the sessions. With a growing appetite for explicit instruction in secondary schools, 2021 has been the first year secondary teachers have joined the program.

“There is significant evidence to support the successful application of high impact instruction, particularly for students from disadvantaged communities. Many practitioners are keen to develop skills in this area as part of their ‘toolkit’ for successful teaching,” said Georgie Wynne, Fogarty EDvance Program Director.

“Research confirms that 95% of teachers transfer new skills to their teaching practice after receiving ongoing coaching, feedback and support,” she said.

“The teaching intensive program provides teachers with a deeper understanding of this evidence-based approach and hands-on experience in the delivery of high impact instruction. This is supported by lesson demonstrations and individualised coaching from expert leaders in the field.

“The Fogarty Foundation established the EDvance Teaching Intensives to encourage teachers to adopt new practices for the improved educational outcomes of West Australian students.”

Dr Lorraine Hammond, Associate Professor at Edith Cowan University, and Brooke Wardana, an early years literacy expert, were instrumental in the program design and delivery. They were supported by a group of expert teachers in the delivery of lesson demonstrations, coaching, the provision of teaching resources and individualised support.

She said that teachers who follow an explicit or high impact instruction approach, demonstrate and model everything; from blending sounds together to decode words, to writing a complex sentence with figurative language.

“While some students achieve success quickly, others need far more opportunities for practice,” Dr Hammond said.

“Teachers who follow an explicit instruction approach provide daily reviews of previously learned knowledge and skills so they become automatic; they can then be applied to more complex tasks such as reading or writing a short story.

“Critics of explicit instruction typically argue it is a deficit model that sees students sitting passively in rows all day engaging in rote learning. This is a misunderstanding of explicit instruction, which when done properly, is engaging, and rarely done for extended periods of time.”

Annie Fogarty, Chairperson of the Fogarty Foundation, said the Foundation was committed to identifying, supporting and developing programs that deliver educational opportunities with wide impact.

“By investing in teachers, school leaders and school principals, we hope to inspire excellence and high-quality instruction in schools and improve educational outcomes for all West Australian students,” she said.